Summary of student performance

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During the assessment of a student, a summary brings the conclusion to the assessment, and it serves as an overall opinion on the result. Summaries sometimes deliver meaning to results, most results appear as statistical data that would not make enough meaning without extra information and examination. Performances can sometimes be excellent or satisfactory with an overall view, but may not be the type of performance required or might be lacking in other areas required. Summaries point out factors like this. A summary of school performance can tell how well a school has been performing and if it should continue to perform. To assess the present performance of Laney, the institution undertook an assessment of four students. The four pupils who failed to respond satisfactorily to the Tier 1 high-quality coaching provided by Mr. Brewster are Laney, Adam, Paloma, and LaToya. According to the performance assessment of Laney provided in the graph, Laney fails to meet the needed goal line that is set by the coach. He fails to respond to the interventions of Tier 2. However, other physical assessments by the parents indicate that Laney does not suffer from any impairments that are either hearing or vision while reading. Besides, the evaluation shows that Laney is an excellent student that is appreciated by both her peers and teachers as well. Lastly, the teachers do not comprehend any factors that could demotivate Laney towards performing exceptionally (Stiggins, Arter, Chappuis, Chappuis & Educational Testing Service, 2006).

Therefore, after Laney’s assessment, the coach proposes special education evaluation as an approach towards improving the performance of Laney. The coach recommends that Laney should start getting 30 minutes of beset reading involvement (Tier 2), with the help of Ms. Washington, the reading professional at Rosa Parks. Besides, they will get 90 minutes of reading instruction (Tier 1) with the guidance of Mr. Brewster. Subsequently, Ms. Washington will offer intervention to assemblages of three to six students. Consequently, Mr. Brewster and other teachers who teach second-grade students have come up with programs and schedules to send their pupils to Ms. Washington’s room at diverse intervals during the day. Mr. Brewster’s students have been allocated a 30-minute time that starts from 12:15 pm to 12:45 pm. The above approach will work to build a studying culture hence helping Laney and other students to reach the set goal lines. Besides, through student-teacher interaction, the teachers will understand the students much better hence come up with best approaches towards motivating and encouraging the students towards learning hence improve their overall performance. The above approach is strategic, and it can play a fundamental role towards the PLAAFP as it provides strategies towards enhancing the performance of the students.

References

Weber, E. (2014). Student assessment that works: A practical approach. Boston: Allyn and Bacon.

Stiggins, R. J., Arter, J. A., Chappuis, J., Chappuis, S., & Educational Testing Service. (2006). Classroom assessment for student learning: Doing it right -- using it well. Princeton, NJ: Educational Testing Service.

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